Years 9-10 Turkish Syllabus
Years 9-10 Syllabus
Years 9-10 Band Level Description
In Years 9 and 10, Turkish language learning builds on each student’s prior learning and experiences. Students use Turkish language to initiate and sustain interactions that communicate their own and others’ experiences of the world. They listen, speak, read, view and write to communicate with speakers of Turkish locally and globally through authentic community and online events. Background-language learners and second-language learners may support each other in their literacy development. Background-language learners may raise awareness of, and facilitate class involvement in, local-community events. Students access and create spoken, written and multimodal texts, increasingly of their own choosing. They continue to receive guidance, feedback and support from peers and teachers.
Students access an increasing range of authentic and purpose-developed resources which may include traditional and contemporary literature, textbooks, audio and video clips, feature articles, television programs and social media. Background-language learners may source resources from their local and global communities to share with peers. Students expand their knowledge and control of Turkish pronunciation, intonation, structures and features. They acknowledge that language and culture shape identity and that these influences can shape their own behaviours, beliefs and values.
Years 9-10 Achievement Standard
By the end of Year 10, students contribute to and extend interactions in Turkish language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion.
Students incorporate the features and conventions of spoken Turkish to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Turkish texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Turkish, to evaluate how this learning influences their ideas and ways of communicating.
Content Descriptions
Interacting in Turkish
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
- using strategies to initiate and sustain interactions and conversations by seeking opinion and agreement, for example, Bugün hava çok güzel değil mi? Bence ceketin fiyatı çok uygun, sence?
- exploring concepts related to their own and each other’s social worlds, such as equity, the environment or gender roles, explaining their views in terms of values and expectations
- comparing aspirations in relation to social, educational and professional futures, including consideration of the role languages will play in these projections, for example, Türkçe öğretmeni olmak istiyorum. Doktor olunca Türkçe konuşmak çok yararlı olacak
- using secure digital technology to communicate with young people in other contexts, discussing aspects of their social lives, such as the importance of popular culture, friendship groups and interests
- posting on a school-created secure blog to share with others their social, cultural and intercultural experiences, for example, Arkadaşımın doğum günü partisinde arar a eşliğinde türküler söyleyip halaylar çektik. Türk kültüründe eve gelen misafirlere ilk önce kolonya ve çikolata ikram edilir. Evimize gelen arkadaşım eve girmeden ayakkabımızı çıkarmamızı çok yadırgadı.
- interviewing their peers about their opinions on effective communication, focusing on issues such as their use of social media and of different languages in different contexts
- acknowledging elements of others’ arguments or challenging ideas in a respectful manner, for example, Bazıları böyle düşünse de ben tamamen farklı düşünüyorum.
- asking peers questions that require the use of analytical or comparative language in response, for example, Okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun?
- responding to questions that encourage reflection and require the use of evaluative language, for example, Bugün ilgini çeken neler öğrendin? Ailende en çok kiminle iyi geçiniyorsun?
- apologising for misinterpreting or misunderstanding in interactions, for example, Çok özür dilerim sen beni yanlış anladın, öyle demek istememiştim.
- giving encouragement, criticism or praise to peers in debates or discussions, for example, Sunumun harika olmuş. Soruları daha detaylı cevaplayabilirdin. Ayrıntılara dikkat et.
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
- negotiating a particular course of action, for example, planning a day out with a homestay guest, creating an itinerary for a group of Turkish-speaking visitors, or celebrating an important Turkish festival with the school community
- working collaboratively to raise awareness of environmental, social or ethical issues by organising a secure real or simulated forum with students from Turkish-speaking communities, for example, Çevre kirliliğini önlemek hepimizin görevidir. Toplum olarak daha duyarlı ve bilinçli olmalıyız. Tüm canlıların yaşam alanlarına saygı göstermeliyiz
- evaluating a ‘Turkish language and culture day’, discussing what was a success, what needs to be changed or improved, etc., for example, Özellikle Türk mutfağından ikramlar ziyaretçilerin ilgisini çekti. Gelecek sene çocuklar için oyun köşesi hazırlanabilir. Türk halk dansı gösterisi öğleden sonraya alınabilir.
- participating in discussions on issues that affect their school, home or community lives by making suggestions or checking on progress, for example, zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, bence, bana göre
- participating in simulated interviews, alternatively taking the role of prospective employer and job applicant, for example, İş tecrübelerinizden bahseder misiniz? Daha önce bir yıl oyun parkında çalıştım. Şu anda bir markette kasiyer olarak çalışıyorum.
- negotiating compromise or alternate ways of achieving common outcomes, for example, Kafede buluşalım diyorsun fakat orası çok uzak. İstersen bize gel ama Pazar günü müsait oluruz, hem beraber öğle yemeği yemiş oluruz.
- discussing issues related to their own and each other’s experiences, such as diversity, identity, health and wellbeing or technology, and sharing their views in terms of values and expectations
- negotiating arrangements, weighing up alternatives and reaching shared decisions, for example, Yarın sinemaya mı gidelim parka mı? Daha serin bir günde parka gidilebilir. Hem sinemada vizyona giren yeni filmi izleriz. Haklısın, bence de iyi fikir.
- using persuasive language to encourage a change of opinion, such as writing an essay or creating a targeted advertisement, for example, Zehirli atıklar kesinlikle doğaya bırakılmamalıdır. Çevreye arar verenler cezasız mı kalacak? Bu muhteşem tarihi yerleri mutlaka ziyaret etmelisiniz!
Mediating meaning in and between languages
evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
- accessing a variety of texts to understand the experiences of Turkish-speaking youth in daily life activities, and collating information to share in a secure blog, ‘A Day in the life of a Turkish high-school student’
- researching a topic of personal interest, such as a historical event or personality, and writing an essay, report or developing a multimodal presentation
- listening to, reading or viewing texts such as interviews, documentaries and speeches to obtain different perspectives, and using the information to demonstrate understanding, for example, İzlediğim belgesele göre, gelir düzeyi ve kültür seviyesinin gelişmesi eğitim olanaklarıyla doğrudan bağlantılıdır.
- listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Turkish
- investigating the life of a famous person or interviewing an older Turkish speaker to identify key influences (people and events) on their identity, and then creating a text to enact a simulated interview or writing a letter to this person
- summarising and presenting information related to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, using charts, diagrams, recorded spoken commentary or a demonstration to explain issues/concepts such as ecosystems or recycling
- distinguishing between fact and opinion in texts such as newspaper articles, media reports or secure blogs, using critical analytical skills and textual knowledge to recognise elements such as bias and perspective and collating a report on findings
- researching their own cultural biographies, for example, talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, and presenting information in a multimodal format
- providing a commentary of a performance of Mevlevi Dervişleri, Halk Dansları, interpreting movements, significance of costumes and key ‘messages’ of the performance
- identifying features of traditional forms of literature, for example, meter, the use of repetition, identification of the composer in a refrain, as in halk şiiri veya türküsü, comparing with characteristic features of more contemporary literature, such as poems by Ümit Yaşar Oğuzcan or Atilla İlhan or novels by Ayşe Kulin or Elif Şafak
- comparing the impact of different texts relating to Gelibolu and Çanakkale, including songs, films, diaries and letters, and identifying commonalities and differences in perspectives and expression by soldiers involved in either side of the combat
- identifying concepts such as courage, loyalty or social justice portrayed in traditional texts through characters such as Köroğlu, Çakırcalı Efe, Karacaoğlan, Robin Hood, and discussing their relevance to today’s society
interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts
- comparing Turkish and English community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, identifying similarities and differences that reflect cultural context and communicative styles
- comparing advertisements for the same product in different languages, such as Türkiye ve Avustralya’daki cep telefonları, Yiyecek ve içecek ya da yemek reklamları arasındaki fark, discussing why particular language or images have been selected and distinguishing between culture-specific and universal representations and interests
- evaluating the effectiveness and accuracy of subtitles used in Turkish or English films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)
- identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Bir elin nesi var iki elin sesi var.
- discussing the use of Avustralya Türkçesi among people in different contexts, for example, the use of words such as ‘yep’, ‘mate’, ‘you know’ within sentences in Turkish
- evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu
- comparing their translations of short literary texts such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca; riddles or folk songs such as türkü and mani; and discussing the adjustments needed to retain meaning from Turkish to English
- exploring how the use of rhythm, rhyme, imagery and metaphor in texts such as şiirler, maniler, türküler, tasavvuf müziği, can create effects that reflect cultural traditions and values
- comparing how concepts such as sadness, joy or regret are conveyed in music, art, drama and poetry across languages and cultures, for example, by comparing the lyrics of popular songs in Turkish and English
- analysing humorous texts, such as Hababam Sınıfı, Temel fıkraları, Nasreddin Hoca Fıkraları, karikatürler, identifying techniques used to engage and amuse the audience, and considering whether the humour would still hold if translated into English
- translating Turkish idioms and proverbs that contain cultural elements and references such as Ateş olmayan yerden duman çıkmaz. Bir fincan kahvenin kırk yıl hatırı vardır.Üzüm üzüme baka baka kararır. Ayağına kına yakmak, saman altından su yürütmek, discussing how their meaning can be conveyed in English
- discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
- analysing the language used in texts associated with historical, religious, national or civic events such as bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin, and discussing the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni
Creating text in Turkish
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences
- creating a multimedia self-profile that captures elements of the experience of learning a language or living across languages, communities and cultural traditions
- documenting their experience of learning/using Turkish in the school context, for example, by maintaining a reflective journal that records responses to stimulus questions – Türkçe öğrenmek aynı zamanda Türk kültürünü öğrenmeme yardımcı oluyor. Dil eğitimi hafızamızı güçlendirir ve beynin çok yönlü çalışmasına yol açar.
- keeping a journal of humorous, satisfying or challenging experiences associated with learning and using Turkish, noting personal reactions and reflections over time and insights gained into their own communicative behaviour
- writing a journal entry, or contributing to a school newsletter in Turkish reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- creating a bilingual virtual tour of the school for new or intending students
- designing texts such as video clips, memes or magazine covers to draw attention to an issue of concern to their peer group and discussing selection of the most effective language, images and cultural references, for example, kadın hakları, hayvan hakları, küresel ısınma, geri dönüşüm, enerji birikimi
- creating digital presentations to report on events such as a Turkish Film Festival, Tulip Festival, coffee festival or theatre production, including excerpts from interviews with actors, singers or directors
- creating digital clips or social media posts designed to persuade, dissuade, inform or inspire, for example, sağlıklı yaşamı destekleyen posterler, doğal felaketler için yardım kampanyası, seyahat broşürü, geri dönüşüm projesi
- composing expressive texts, such as protest statements, personal letters or persuasive speeches, selecting emotive or powerful language
- creating spoken, written, and multimodal texts, such as digital profiles, timelines or journals, to describe significant milestones in their lives, influential people, events or experiences that have helped shape their sense of identity
- collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
- composing and performing poems, songs or dramatic monologues that incorporate elements of either contemporary or traditional literary or musical forms
- creating riddles to entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Turkish literature and folklore
Understanding systems of language
apply features and conventions of spoken Turkish to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
- understanding the use of lexical stress in Turkish, and the relationship between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
- using elision in informal interactions, for example, Napcaz? Gelcen mi? Naber?
- experimenting with different registers, vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, such as speeches, songs, letters to the editor
- knowing when to pause and what tone to use for required effects such as emphasis or persuasion
- identifying and applying features such as repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
- using challenging word combinations in spoken Turkish tongue twisters, for example, Kartal kalkar dal sarkar, dal sarkar kartal kalkar.
- experimenting with intonation and stress, improving coherence and increasing expressive range by reading out loud from unfamiliar texts, such as newspapers, novels, reports
apply knowledge of grammatical structures to predict meaning and compose texts that contain some complex structures and ideas
- applying knowledge of a range of noun, verb and adjective endings, such as -daş, -lik and -cı, -li that can be used to form new words, for example, yoldaş, kalemlik, simitçi, özenli
- using compound words, for example, hanımeli, kahvaltı, başrol, denizaltı, yapboz
- using nominal compounds, for example, cep telefonu, yolun sonu, okul çantası, Türkiye Cumhuriyeti
- learning about nominalisation to form complex words such as iş deneyimleri, çocuk gelişimi, test çözme teknikleri in a range of sentence structures
- identifying how adverbs/determiners are used for describing people, places and objects, for example, Çamaşırlar kar gibi beyaz oldu. Kendimi turp gibi hissediyorum. Çocuk gibi ağladı. Buz gibi su içtim. Saray gibi bir evde yaşıyor. Senin kadar temiz kalpli bir insan görmedim.
- analysing how some adverbs derived from verbs, and adverbial phrases can modify time and manner of action, for example, the adverb arak indicates whether the action expressed by another verb is taking place at the same time or before the action it denotes, as in koşarak geldi, gülerek gitti; and adding the suffix -ce/-ca to the adjective as in dikkatlice and hızlıca
- distinguishing between the different uses of de as a suffix and a conjunction, noting the impact on meaning if they are used inaccurately, for example, Araba da ev de senin olsun. Arabada ve evde sigara içmek yasaktır.
- explaining different uses of the suffix ki as a relative pronoun in relative clauses, such as Yunus’unkinden, benimki; as a locative suffix, yanımdaki and evdeki; and as a conjunction as in halbuki, mademki, oysaki, görüyorum ki, biliyorum ki, tabii ki
- analysing the use of optative endings –(y)eyim, -(y)elim, -(y)in and -sin in first person, for example, alayım, alalım, alın and alsın in different tenses and in sentences to express a request
- distinguishing between the use of the simple past tense -di, as in, geldi, gitti and the evidential past tense miş, as in gelmiş,gitmiş,uyuyormuş
- comparing the use of the progressive form –(i)yor and the simple present –(i)r and past tense -d(i) of verbs that describe actions, for example, geliyorum, gelirim, geldim
- using a range of complex and complex-compound sentences with different tenses, for example, Ali eşyalarını toplayıp, odasını temizledikten sonra yola çıkmış. Ali yola çıkmadan önce eşyalarını topladı ve odasını temizledi.
- using subordinate clauses, for example, Cumartesi oynanan maçta Atatürk Kupası’nı kazanan Beşiktaş, Galatasaray’ı 89’uncu dakikada 1-0 yenerek kupayı 5’inci kez evine götüren takımoldu.
reflect on and evaluate Turkish texts, using metalanguage to analyse language structures and features
- explaining their selection of vocabulary and grammatical and textual features in terms of their intended purpose and audience when composing texts such as emails, songs, slogans or public signs
- comparing linguistic structures and features in spoken and written texts such as media, television, advertisements, face-to-face conversations and emails
- identifying and analysing literary devices such as hyperbole and metaphor, and considering imagery, humour, music and techniques such as camera angles used in contemporary drama, television programs, poetry and film and reflecting on the effect in texts
- analysing the use of rhetorical devices in texts such as advertisements, editorials or political speeches, identifying culturally specific features and experimenting with similar devices in their own spoken and written communication
- comparing language features of Turkish and English versions of a news headline or a school report, noting differences that appear to be culturally significant
- analysing how spoken, written and digital texts convey cultural as well as factual information, for example, by identifying priorities and perspectives in regional news headlines, local-community announcements, advertisements or notices in public spaces such as Bergama’daki çevre problemi
Understanding the interrelationship of language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
- discussing whether being bilingual or multilingual contributes to a more flexible sense of identity in ways that involve culture as well as language
- exploring how ways of thinking, communicating and behaving reflect identity, for example, by noticing when they identify with more than one cultural identity, and how these shifts vary according to context and situation
- identifying protocols associated with the use of language, body language and gestures when using Turkish which are different from those used by people from other language backgrounds, for example, waiting until the eldest person starts to eat or waiting until guests sit down before sitting down yourself
- reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations’ Australian, to present in Turkish to a group of Turkish-speaking visitors at a school assembly
- tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, referring to anyone older than you as uncle amca or older brother ağabey and aunt teyze or older sister abla
- exploring how the use of Turkish language and the representation of Turkish culture in different media have changed over time, for example, comparing old Turkish films and commercials in historical and traditional settings with contemporary films or news channels
- identifying differences in interaction patterns, forms of expression and cultural representation that suggest shifts in cultural values and practices, for example, nesiller arası ilişkiler, kuşak çatışması, kadın-erkek eşitliği, sınıf ayrımı
- identifying changes to language that reflect changes in social relationships and community attitudes, for example, the use of the word eş, Müdüre Hanım to reflect women’s rights, and engelli instead of özürlü, which reflects changing attitudes towards people with disability
- identifying how political leaders and language policies can change or promote values and beliefs, for example, the change of Turkish script first to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk
- analysing cultural concepts reflected in the Turkish language, such as saygı, sevgi, mecburiyet, sorumluluk, görev, dürüstlük, and discussing whether they can be expressed in English
- identifying traditional Turkish values and cultural references such as Türk misafirperverliği in everyday language, for example, Rica ederim. Başka bir arzunuz var mı? Başımızın üstünde yeriniz var. Ne zahmeti canım! Yine bekleriz!
- identifying terms associated with elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers
- identifying perspectives or values reflected in Turkish song lyrics, poems, expressions and idioms, such as Kırk fırın ekmek yemen lazım. Gel kim olursan ol gel. Saçlarımı süpürge ettim. Tanrı misafiri, misafir odası and comparing them with values expressed in similar text types in Australian English